The Effect of Syllabus on the Curriculum Efficiency for Architecture Students
Analytical Study of Curriculum Components of Some Iraqi Architecture Departments
DOI:
https://doi.org/10.25098/5.2.14Keywords:
Architectural Education, Architectural Syllabuses, LinkographyAbstract
Because of its vital role in providing the recipient with facts, ideas, and basic skills, education is the foundation for thinking in any field of knowledge, as a result, the cognitive behaviour associated with that area is being created. The same is true in the field of architecture. With the passing of time and the growth and complexity of life, the principles that different architectural curricula adhere to have changed, depending on the various visions and priorities adopted by various bodies and institutions, which did not set decisive conditions for the nature of the architectural curricula and the sequence of their academic vocabulary. Accordingly, the curricula of the different departments that could follow the same body differed, and this was reflected in the nature of the knowledge acquired by their students, and it became difficult to evaluate their curricula and vocabulary.
The research tries to develop an analytical method that determines the relationships between the different vocabulary according to their sequence within the curriculum of some of the departments of architecture, by employing the technique of Linkography and presenting those syllabuses in a graphic style, which allows analysing them and evaluating the relationship between their components on the one hand and the possibility of comparing them with others according to For the indicators produced by this method in order to be evaluated, taken from a group of architectural departments in Iraq that follow the (RIBA) system as a case study
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